RESTORATIVE JUSTICE AND CONFLICT RESOLUTION: ACTIVATING THE ETHICAL DIMENSION OF THE MAXIM "HARM MUST BE ELIMINATED" IN DEVELOPING STUDENTS' SOCIAL COMPETENCE

Abstract

This study addresses the ethical and educational dimensions of the major jurisprudential maxim "Harm Must Be Eliminated" (Al-Darrar Yuzal) from a modern educational perspective that focuses on Restorative Justice as an ethical approach contributing to the enhancement of students' social and emotional competencies. The paper posits that the jurisprudential principle mandating the elimination of harm and prohibiting its requital with equivalent harm serves as a philosophical foundation for developing educational policies that are just and humane. These policies integrate Sharia principles with modern concepts of educational justice. The study focuses on two main concepts: (1) Equity and Fairness in the distribution of educational resources and opportunities, and (2) Teaching Conflict Resolution Skills as a means of eliminating emotional and behavioral harm. The research adopted the Inductive Analytical Methodology to derive the maxim's implications and compare them with theories of social justice and peace education. Results indicate that the maxim "Harm Must Be Eliminated" is not merely a jurisprudential tool but an operational ethical system capable of reshaping educational policies to foster a spirit of fairness, reduce exclusionary penalties, and cultivate in students the values of understanding, responsibility, compassion, and self-reform.